Charter School Application Evaluation

Date: February 13, 2012

Provided to the New Jersey Department of Education, Office of Charter Schools

Proposed School Name Grade Levels Served Projected Enrollment

Tikun Olam Hebrew Language Charter High School

Year 1 Year 4

9-10 100

9-12 200

Overall Assessment of Application
Overall, the application left reviewers with far more questions than answers. There was no clear demonstration of what the school would look like, what the students and graduates would accomplish and how the various pieces of the proposed program would fit together. The founding team demonstrated a clear investment of dedication into the project and a desire to see the school come to fruition. Unfortunately, the founding team's understanding of the intricacies of the program, the nuances of the educational aspects, the role of the governing board and the details, planning and organization it takes to open a school under the scrutiny of the community and within a short, pre- opening period. Reviewers did not understand what the school culture would look like, how the Hebrew culture would permeate throughout, and how students from various backgrounds would be made to feel comfortable, welcomed and also learn the skills needed to be successful in the future. While there was a focus on rigorous academics, there was no clear cohesion built between the educational program and the Hebrew language and culture focus. The community service aspect is one that makes high school programs stand apart and, that research has shown, can add great character building for students. While the program idea is strong, the implementation as part of the larger school environment needed additional detail. The application did not demonstrate a sound plan to address the community opposition to the school. Reviewers read the application and community letters- both those in support and those against- and were unable to ascertain how the founding group would overcome the naysayers, build the community support and partnerships needed to add value to the school, recruit the students and open ready to focus on teaching and learning, rather than constantly dealing with the upheaval. In addition, reviewers were made aware of numerous inaccuracies and misrepresentations throughout the application. It is strongly advised that these are addressed and corrected. The goals presented in the application were solid and well structured. There was a strong plan for tracking academic performance via a computerized database. Additional information regarding the use of the SchoolWorks Quality Criteria needed to be provided and all founding group members should understand the use, the plan for and the benefits of the assessment. Demonstration of capacity is a huge indicator of success. Unfortunately, an application on its own can only be validated when the founding group is given an opportunity to speak to lingering questions of concerns. While this founding group demonstrated a dedication to the project, they did not demonstrate adequate understanding of charter school laws, governance roles and responsibilities, school development needs, community engagement and support issues, and the critical steps needed to open a school. While the Department does not dictate who can attend an interview, all those that do come should be well prepared, well versed and clear about their value add to the team. Questions should be answered based on intimate knowledge and experience, not upon reliance on a consultant or pages of the application.

 Analysis of Educational Plan

Strengths:

The application presented a sound plan for teacher training and service learning. There was a developed structure for aligning the proposed program to the common core standards. Reviewers found that the mission ran through all aspects of the educational program and that, therefore, the integration of Hebrew language and Israeli culture was done in a deliberate and meaningful way. The application included a solid plan for addressing the needs of at-risk students. The tutorial program as a form of intervention is a thoughtful approach to meeting student needs. By using a nationally normed test at the beginning of the school year, teachers and staff will be have additional data points for students, building a deeper understanding of individual needs and areas of focus.
Weaknesses:

One of the main tenets of the application is using highly qualified Hebrew Language teachers. Reviewers were not confident in the presented plan that these teachers would be found, or would be certified as needed. In addition, reviewers were not given enough information to understand how and why non- Hebrew speaking teachers would be required to learn the language and what evaluations would be tied to this criteria. Examples of a service learning project would help build the overall cohesion of the school. Plans for these programs should include potential service outcomes and measurements of high student achievement. The use of the peer critique methodology for teachers needed to be explained further and aligned with the professional development plan. Information regarding the frequency of evaluation for students with special needs needed to be provided and the ongoing monitoring needed for these students lacked sufficient detail. Questions remain regarding the curriculum development for the proposed program. To clarify reviewer concerns, the application should include a timeline, a description of who will be conducting the development and a clear demonstration of alignment to the goals. The application lacked detail regarding individualization and differentiation as related to a common set of standards. Assessments need to be aligned to school-wide goals and achievement targets, rather than "individualized to the student." More detail is needed about promotion and retention standards.

Analysis of Organizational Plan
Strengths:

The application demonstrated a strong understanding of the internal stakeholders. As such, there was a clear plan for family involvement and community building within the school walls. The proposed facility appears to be in turnkey condition with little to no renovations needed. The Board of Trustees composition included seats for both teacher and parents as ex-officio members- allowing for additional perspectives on the board.

Weaknesses:

Overall, it was not clear who would be driving the culture of the school. The application lacked thorough information regarding the criteria for in school suspension vs. out of school suspension and a clear demonstration of the requirements for providing instruction during these periods. More detail needed to be provided regarding the expected role of and relationship between consultants, the Friends of Tikun Olam and the founding group. Founding group members needed to demonstrate a plan for taking ownership of the school, its plans, the training, and actions related to building capacity for operating the school. In addition, no evaluative measures or techniques were incorporated to provide assurances that the founding group had a clear understanding of the role they needed to play, the scope of


the tasks before them or the skill building capacity needed. Additional information is needed detailing the recruitment process for board members, and the self- assessment tools that would be used to determine areas of expertise and skills needed to create a well- rounded and high-functioning board. The role and level of interaction between Friends of Tikun Olam and the Board are unclear. The planned evaluations for the administration also needed clarification, i.e., measures of success as related to achievement, teacher effectiveness or school climate. Demographical analysis needed to be provided in relation to the anticipated student population. To this end, the "strong recruitment" efforts needed additional detail and thought.

Analysis of Financial Plan
Weaknesses:

A viable fiscal plan was not presented and the program is not fully supported by the financial statements The applicant is considering an alternate facility from the application. After the interview with the founders, the details of that facility and availability are not clear. Timing of cash flows is not reasonable Allocation of local and state share is incorrect